Keynote Address: Renske de Kleijn

Students as feedback users: Strengthening and scaffolding feedback seeking and uptake

Dr. Renske de Kleijn,  Assistant Professor. University Medical Center, Utrecht

Dr. Renske de Kleijn

In her research projects, educational researcher Renske de Kleijn aims to understand and improve feedback processes in higher education. During her keynote she will present research findings that address:

  1. The types of (passive) student behaviour in feedback processes that we often encounter but would want to avoid or prevent.
  2. The types of (proactive) student behaviour in feedback processes that we would wish to support and enhance.
  3. What educators and designers can do to prevent passive student behaviour and support proactive student behaviour.
  4. How we as educators, designers and researchers can role model proactive feedback behaviour ourselves.

In doing so, she will specifically zoom in on the role of student feedback seeking in Higher Education. How can asking for feedback or feedback seeking be conceptualised beyond the traditional distinction between direct inquiry and monitoring? And what are elements of good feedback questions?

After this keynote you will hopefully have learned about recent research findings, have some practical tools to put into practice, and/or you will have inspiration for new research projects to further study and understand how we can collaboratively support effective feedback processes in Higher Education. 

Biography

Dr. Renske de Kleijn works as an Associate Professor at the University Medical Center Utrecht (UMCU) in the Netherlands. In 2012 she completed her PhD thesis on feedback perceptions in Master’s thesis supervision and has since worked as educational researcher and educational consultant. At UMCU Renske coordinates the Life Sciences Education Research PhD program. Together with her colleagues and PhD students, she focusses on studying and improving feedback processes during internships and on the work floor. She is passionate about bridging research and practice when it comes to feedback processes and aims to role model healthy and effective feedback behaviour.